The Massachusetts Model System for Educator Evaluation S.M.A.R.T. Goals and Educator Plan...

The Massachusetts Model System for Educator Evaluation

S.M.A.R.T. Goals and Educator Plan DevelopmentAugust 2012

1

Agenda Connecting to District and School Goals Learning what Makes a SMART and

SMARTer Goal Implementing Wrap-Up

Massachusetts Department of Elementary and Secondary Education

2

Intended OutcomesAt the end of this session, participants will be able to:Identify characteristics of “not-so-S.M.A.R.T.,” “S.M.A.R.T.,” and “S.M.A.R.T.er” goals.Translate student learning and professional practice goals into S.M.A.R.T.er goals.Develop a sample Educator Plan that describes what the educator and evaluator will do, support that will be provided, and timelines.


3

Every educator is an active participant in the evaluation process.

Collaboration and continuous learning are the focus.

Every educator conducts an analysis

of evidence of student learning,

growth, and achievement.

Every educator conducts an assessment of practice against

Performance Standards.

Every educator prepares to

strategically identify professional practice and student learning

goals.


4

Goal setting and plan development facilitates a process that… Promotes professional growth and

continuous learning by empowering educators and by meeting real needs of the educator and his or her students.

Establishes a plan for every educator that emphasizes continuous improvement.

Keeps student learning at the core of all instructional and professional practice decisions.


5

Coherence Through Aligned Goals


6

An Example of Goal CoherenceDan, a ninth-grade biology teacher:

Level Goal TopicSchool Improvement Grants focus topic

Literacy

Individual student learning goal topic

Scientific reading and writing

Team professional practice goal topic

Teaching content literacy in ninth-grade science


7

S.M.A.R.T. Goals S = Specific and Strategic M = Measurable A = Action Oriented R = Rigorous, Realistic, and

Results Focused (the 3 Rs) T = Timed and Tracked


8

What Makes a Goal “S.M.A.R.T.”?Individually: Read “What Makes a Goal “S.M.A.R.T.”?” Underline one phrase that you find most

significant in the reading.At your table: Pair with a partner. Discuss the phrases that emerged and any

insights about the document.


9

Identifying S.M.A.R.T. Goals

Work with a partner. Determine if each of the four statements on the

handout are S.M.A.R.T. or if they need revision. Revise one statement to make it S.M.A.R.T.er.

I will improve student outcomes in Grade 4 mathematics during the 2012–13 school year. –Teacher LevelDuring the 2012–13 school year, our beginner ELL students will improve their English language proficiency as measured by a second administration of the district language proficiency assessment used to determine student placement at the beginning of the year. –Team LevelTo increase my staff’s use of student data, I will design meetings to review, analyze, and interpret student data to inform curriculum and instruction. –Administrator LevelI will manage my time more effectively in order to increase the frequency of classroom observations. –Administrator Level


10

Identifying S.M.A.R.T. Goals S = Specific and Strategic M = Measurable A = Action Oriented R = Rigorous, Realistic, and

Results Focused (the 3 Rs) T = Timed and Tracked


11

Goal StatementExample Revision

I will improve student outcomes in Grade 4 mathematics during the 2012–13 school year.

–Teacher Level

I will improve student performance on district-created benchmarks from 47.5 percent proficient (baseline) to 80 percent proficient in Grade 4 mathematics during the 2012–13 school year.

During the 2012–13 school year, our beginner ELL students will improve English language proficiency as measured by a second administration of the district language proficiency assessment used to determine student placement at the beginning of the year.

–Team Level

During the 2012–13 school year, at least 80 percent of our beginner ELL students will improve English language proficiency in all language domains as measured by a second administration of the district language proficiency assessment used to determine student placement at the beginning of the year.


12

Goal Statement Example Revision

To increase my staff’s use of student data, I will design meetings to review, analyze, and interpret student data to inform curriculum and instruction.

–Administrator Level

To increase my staff’s use of student data, I will schedule monthly meetings for each department in which our data team works with teachers to review, analyze, and interpret student data to inform lesson planning, assessment, teaching strategies, and instructional interventions.

I will manage my time more effectively in order to increase the frequency of classroom observations.

–Administrator Level

I will manage my time more effectively in order to increase the frequency and impact of classroom observations by learning how to do 10-minute observations with feedback, and by the start of the second semester, conducting eight visits per week, on average, that an increasing percentage of teachers report are useful.


13

Identifying S.M.A.R.T. Goals With members of your team, use the

goal setting form to draft two goals:o Student Learning SMART Goalo Professional Practice SMART Goals


14

Making a S.M.A.R.T. Goal S.M.A.R.T.er

S.M.A.R.T. Goal Statement+

Key Action Steps+

Benchmarks (Process and Outcome)


15

Educator Plan Development Educator Plan Form

Student Learning Goal(s) and Professional Practice Goal(s) Planned Activity

Action Supports/Resources From School/District

Timeline/Benchmark or Frequency


16

Principal Educator Plan ExampleSample Professional Practice Goal for a Principal: I will manage my time more

effectively in order to increase the frequency and impact of classroom observations by learning how to do 10-minute observations with feedback and, by the start of the second semester, conducting eight visits per week, on average, that an increasing percentage of teachers report are useful.

Student Learning Goal(s) and Professional Practice Goal(s) Planned ActivityAction Supports/

Resources From School/District


1. By September 1, I will develop a schedule and method for logging at least eight classroom observations with feedback per week between October 15 and Memorial Day.2. By October 15, I will study with colleague principals and my administrative team how to conduct 10-minute unannounced observations and write brief, useful feedback.3. By January 1, I will share at least five samples of feedback with colleague principals and collect their feedback.4. By January 1 and again on June 1, I will solicit anonymous feedback from teachers about their perceptions of the usefulness of the unannounced visits and feedback.

Superintendent to facilitate teams of principals to collaborate on enhancing the observation and feedback process. Superintendent will help identify teams and provide scheduled time to hold study groups and conduct feedback sessions.

1. September 1—schedule developedJanuary 15/March 15/May 15—check in to determine if eight observations per week (on average) have been completed2. October 15—documented study time with colleague3. January 1—five feedback samples will be shared with colleagues4. January 1 and June 1—will have collected feedback via teachers regarding their perceived value of the process

*Evidence provided through principals’ logs and example artifacts


17

Process and Outcome Benchmarks Process benchmarks—monitor plan

implementationo January 15/March 15/May 15—check in to

determine if eight observations per week (on average) have been completed

Outcome benchmarks—monitor effectiveness of the plano January 1 and June 1—will have collected

feedback via teachers regarding their perceived value of the process


18

Implementation Responsibility

Educator Responsibilities:o Identifying, collecting & organizing artifacts/evidence related

to goal progress.o Documenting action steps completed.o Collecting and submitting common artifacts.o Collecting and submitting evidence related to Standards III

and IV. Evaluator Responsibilities:

o Making resources and supports available.o Identifying common artifacts/evidence.o Observing practice and providing regular and specific

feedback on performance.o Monitoring progress – including midpoint check-ins.

19

Laying the Foundation1. School teams will work together to develop a

completed educator plan. 2. As a team, identify SMART goals. 3. Identify action steps.4. Outline supports and resources and determine a

timeline.


20

Student Learning Goal(s) and Professional Practice Goal(s) Planned Activity

Action Supports/Resources From School/District


The Massachusetts Model System for Educator Evaluation S.M.A.R.T. Goals and Educator Plan...

Documents

Transcript of The Massachusetts Model System for Educator Evaluation S.M.A.R.T. Goals and Educator Plan...